New educative methods in the usage of audiovisual content in mobiles

[EN] The paper proposes new paradigms in education regarding usage of audiovisual contents adapted to mobile devices, under the perspective of changes in the conventional learning process through the web from student side. The knowledge of the educational design processes by professors, a concept known as m-learning, will allow to demonstrate the advantages and disadvantages under the student¿s perspective. These constraints are focused, firstly on adapting contents and, more specifically, on the real technical implementation of audiovisual contents and the mechanism and interaction processes. On the other hand, it is important to emphasize advances in new digital formats relating to the new generation mobile phones, which allow to integrate contents in the learning process, ubiquitous learning. Finally, considerations and conclusions addressed to the educators who would like to adapt traditional contents to the new tools and formats will be established.Magal Royo, T.; Tortajada Montañana, I.; Giménez López, JL.; Giménez Alcalde, F. (2010). New educative methods in the usage of audiovisual content in mobiles. Procedia Social and Behavioral Sciencies. 2(2):4492-4496. doi:10.1016/j.sbspro.2010.03.718S449244962

SOCIAL MEDIA AND AWARENESS IN GLOBAL SOCIETY

Social media has been defined as “a group of internet- based applications that allow the creation and exchange the user-generated content, ‘Furthermore, social media depends on mobile and web-based technologies to create highly interactive platform through which individuals and communities share, co-create, discuss, and modify user-generated content. It introduces substantial and pervasive changes to communication between organizations, communities and individual’’.To appreciate the significance of those statement above one needs to take a quick look at a certain set of reasonably well-authenticated statistics relating to internet usage and penetration that pertain to June 2012. If one compares these numbers with a similar set of figures pertaining to the situation that prevailed twelve years earlier at the beginning of the new millennium, internet use globally has grown by over 560 per cent in this period. Still, the penetration of the internet in the total population of the world is just over 30 per cent; in other words, two out of three individuals on the planet still have not used the internet, leave alone benefit from it

Early evaluation of Unistats: user experiences

This paper sets out the findings of the user evaluation of Unistats.UK Higher Education Funding Bodie

Engagement with virtual learning environments : a case study across faculties

Original article can be found at: www.herts.ac.uk/blip Copyright University of HertfordshireThe Virtual Learning Environment (VLE) at the University of Hertfordshire (UH) not only supports institutional and national strategies in learning and teaching, but represents a significant investment in capital. Studies show that VLEs offer a variety of pedagogical benefits and usage of such systems can be effectively measured through the analysis of a system’s log files. However, although the increase in engagement with the VLE at UH as a whole has been considerable over recent years, there appears to be a wide variation in engagement across faculties, suggesting that tutors of some faculties could benefit from increased support to improve engagement. For example, during each of the academic years under study, the range of student engagement between two particular faculties dif-fered by at least 290%. Having identified faculties that show consistently low VLE engage-ment, we need to ask why this is, and ask whether there needs to be further investigation into the reasons behind this disparity.Peer reviewe

Countering Social Engineering through Social Media: An Enterprise Security Perspective

The increasing threat of social engineers targeting social media channels to advance their attack effectiveness on company data has seen many organizations introducing initiatives to better understand these vulnerabilities. This paper examines concerns of social engineering through social media within the enterprise and explores countermeasures undertaken to stem ensuing risk. Also included is an analysis of existing social media security policies and guidelines within the public and private sectors.Comment: Proceedings of The 7th International Conference on Computational Collective Intelligence Technologies and Applications (ICCCI 2015), LNAI, Springer, Vol. 9330, pp. 54-6

Is the web being used to speak our language?

This paper presents results from extensive surveys of the usage of Maori language on the World Wide Web(www, Web) conducted in 1998 and 2002. Issues both supportive and detrimental relating to the use and publication of indigenous languages in the WWW will be highlighted. Specifically: how is the WWW being used to articulate the Maori language

Review of the environmental and organisational implications of cloud computing: final report.

Cloud computing – where elastic computing resources are delivered over the Internet by external service providers – is generating significant interest within HE and FE. In the cloud computing business model, organisations or individuals contract with a cloud computing service provider on a pay-per-use basis to access data centres, application software or web services from any location. This provides an elasticity of provision which the customer can scale up or down to meet demand. This form of utility computing potentially opens up a new paradigm in the provision of IT to support administrative and educational functions within HE and FE. Further, the economies of scale and increasingly energy efficient data centre technologies which underpin cloud services means that cloud solutions may also have a positive impact on carbon footprints. In response to the growing interest in cloud computing within UK HE and FE, JISC commissioned the University of Strathclyde to undertake a Review of the Environmental and Organisational Implications of Cloud Computing in Higher and Further Education [19]

Social Media and Information Overload: Survey Results

A UK-based online questionnaire investigating aspects of usage of user-generated media (UGM), such as Facebook, LinkedIn and Twitter, attracted 587 participants. Results show a high degree of engagement with social networking media such as Facebook, and a significant engagement with other media such as professional media, microblogs and blogs. Participants who experience information overload are those who engage less frequently with the media, rather than those who have fewer posts to read. Professional users show different behaviours to social users. Microbloggers complain of information overload to the greatest extent. Two thirds of Twitter-users have felt that they receive too many posts, and over half of Twitter-users have felt the need for a tool to filter out the irrelevant posts. Generally speaking, participants express satisfaction with the media, though a significant minority express a range of concerns including information overload and privacy

Persuasive system design does matter: a systematic review of adherence to web-based interventions

Background: Although web-based interventions for promoting health and health-related behavior can be effective, poor adherence is a common issue that needs to be addressed. Technology as a means to communicate the content in web-based interventions has been neglected in research. Indeed, technology is often seen as a black-box, a mere tool that has no effect or value and serves only as a vehicle to deliver intervention content. In this paper we examine technology from a holistic perspective. We see it as a vital and inseparable aspect of web-based interventions to help explain and understand adherence. Objective: This study aims to review the literature on web-based health interventions to investigate whether intervention characteristics and persuasive design affect adherence to a web-based intervention. Methods: We conducted a systematic review of studies into web-based health interventions. Per intervention, intervention characteristics, persuasive technology elements and adherence were coded. We performed a multiple regression analysis to investigate whether these variables could predict adherence. Results: We included 101 articles on 83 interventions. The typical web-based intervention is meant to be used once a week, is modular in set-up, is updated once a week, lasts for 10 weeks, includes interaction with the system and a counselor and peers on the web, includes some persuasive technology elements, and about 50% of the participants adhere to the intervention. Regarding persuasive technology, we see that primary task support elements are most commonly employed (mean 2.9 out of a possible 7.0). Dialogue support and social support are less commonly employed (mean 1.5 and 1.2 out of a possible 7.0, respectively). When comparing the interventions of the different health care areas, we find significant differences in intended usage (p = .004), setup (p < .001), updates (p < .001), frequency of interaction with a counselor (p < .001), the system (p = .003) and peers (p = .017), duration (F = 6.068, p = .004), adherence (F = 4.833, p = .010) and the number of primary task support elements (F = 5.631, p = .005). Our final regression model explained 55% of the variance in adherence. In this model, a RCT study as opposed to an observational study, increased interaction with a counselor, more frequent intended usage, more frequent updates and more extensive employment of dialogue support significantly predicted better adherence. Conclusions: Using intervention characteristics and persuasive technology elements, a substantial amount of variance in adherence can be explained. Although there are differences between health care areas on intervention characteristics, health care area per se does not predict adherence. Rather, the differences in technology and interaction predict adherence. The results of this study can be used to make an informed decision about how to design a web-based intervention to which patients are more likely to adher

Chapter 5: Evaluation

The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8–12 May 2000. It was organised by Heriot–Watt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT)